Building Strong Classroom Reading Communities

 

Being part of the RPI programme has given me the chance to think deeply about what makes classroom reading communities thrive. I’ve come away with so many practical ideas that I can apply directly in my teaching, and I’ve genuinely enjoyed the learning journey.

One of the key insights for me has been the importance of visibility. When students share their reading through blogs or digital platforms, their learning becomes visible not only to their peers but also to teachers and whānau. This sense of being seen can be incredibly motivating. A simple post like, “This term I’m going to read five books”, creates both accountability and celebration. Over time, these posts provide a rich record of learning that students can look back on and reflect upon as their reading identities grow.

Feedback has been another powerful focus. I was reminded that sharing is not just about finished products but also about conversations along the way. Effective feedback should be specific, formative, and forward-looking. The reminder–scaffold–example framework is a clear and practical way to achieve this. I also valued thinking about the role of peer-to-peer feedback. Encouraging students to comment on each other’s work or engage in activities such as gallery walks not only builds collaboration but also develops responsibility and strengthens the sense of community.

I found the discussions around AI-generated feedback particularly interesting. While AI has the potential to support teachers and students, it also comes with ethical considerations. Feedback is most powerful when it is trusted and personal, so it’s important to be transparent about when and how AI is being used. This reflection has made me think carefully about how to balance innovation with integrity.

Most of all, RPI has reinforced for me that engagement, visibility, collaboration, and feedback don’t just happen by chance—they need to be intentionally planned for. When we create opportunities for students to share, respond, and reflect, we help them grow not only as readers but as active members of a learning community.

I have loved being part of RPI and have taken away so many practical strategies, but also a renewed sense of purpose and excitement about my teaching. A huge thank you to Nalmi, Georgie, and Kiri for leading such an inspiring and meaningful programme.